Why Peer Discussion Improves Student Performance on In-Class Concept Questions
Why Peer Discussion Improves Student Performance on In-Class Concept Questions
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DOI：
10.1126/science.1165919
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发表时间：
2009-01-02
期刊：
影响因子：
56.9
通讯作者：
Su, T. T.
中科院分区：
文献类型：
--
作者：
Smith, M. K.;Wood, W. B.;Su, T. T.
当学生使用点击器单独回答课堂上的概念性问题，与他们的邻居讨论，然后对同一个问题重新投票时，正确答案的百分比通常会增加。这一结果可能是由于在讨论过程中获得了理解，或者仅仅是由于知识渊博的学生对邻居的同伴影响。为了在本科遗传学课程中区分这些替代方案，我们在上述练习之后提出了第二个类似的（同构的）问题，学生们分别回答同一个概念。我们的研究结果表明，同侪讨论增强了理解，即使没有一个学生在一个讨论组原来知道正确的答案。
When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. This outcome could result from gains in understanding during discussion, or simply from peer influence of knowledgeable students on their neighbors. To distinguish between these alternatives in an undergraduate genetics course, we followed the above exercise with a second, similar ( isomorphic) question on the same concept that students answered individually. Our results indicate that peer discussion enhances understanding, even when none of the students in a discussion group originally knows the correct answer.